Integrando Inscrições Químicas por Meio de Recursos Digitais: Relato Docente de uma Sequência Didática sobre a Tuberculose e seu Tratamento

Resumo

This paper addresses the central role of molecular representations and the persistent challenges students encounter in the teaching and learning process when attempting to establish relationships among the ideas conveyed by these graphical representations, molecular properties, and the broader social impacts associated with particular molecules. Our contribution to this discussion is framed by the notion of “inscriptions,” a theoretical construct that has gained increasing prominence in contemporary scholarship on science education. Anchored in the structuring theme of tuberculosis and the pharmaceuticals employed in its treatment, we designed a teaching sequence in which QR codes connected drug packaging to the molecular structures of their respective active compounds. This strategy enabled the integration of macroscopic, symbolic, and submicroscopic inscriptions using digital devices, such as smartphones and tablets. The sequence was implemented in a public school in the municipality of Itaboraí, RJ. In this article, we present a critical analysis of its implementation, underscoring how the tools developed fostered meaningful student engagement and enhanced the comprehension of abstract concepts, notably molecular structure, while supporting the teaching of fundamental chemical principles. Moreover, transversal issues such as public health and colonialism emerged in classroom discussions, thereby situating chemical knowledge within broader social and historical contexts.